Session 1: Laying the Foundation for Effective State Technical Assistance Systems
1. Receive overview of topical learning table sessions, meeting premises, and the four-levels of system-building.
2. Examine key child and family outcomes that technical assistance systems should support (drawing from current research on what competencies/capacities children need to succeed) and implications of targeting these outcomes for each level of the system.
3. Explore key findings from research on technical assistance (defined as a component of professional development) and implications for each level of the system.
4. Review historical development of national and state technical assistance initiatives.
Kathryn Tout is a Senior Research Scientist and Co-Director of Early Childhood Research at Child Trends. She directs projects from Child Trends' Minneapolis office. Kathryn's research focuses on Quality Rating and Improvement Systems, professional development for the early childhood workforce, and children's school readiness. She is the principal investigator on evaluations of QRIS in Minnesota and New Mexico. On behalf of OPRE in the Administration for Children and Families, Kathryn also directs INQUIRE, a consortium of researchers focused on QRIS and quality initiatives. Child Trends is a research partner in the National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center).
Barbara A. Wasik, Ph.D. is a Professor and PNC Endowed Chair in Early Childhood in the College of Education at Temple University. Her research focuses on the development and evaluation of early language and literacy interventions for children from high poverty communities. She has extensive experience in program and curriculum development and has developed and implemented an effective, research-based language and literacy teacher professional development intervention, called ExCELL. She has authored numerous articles and books including a co-authored book entitled Language and Literacy Development. She received her Ph. D. in developmental psychology.
Chrysan Gallucci, Michelle DeVoogt Van Lare, Irene H. Yoon, Beth Boatright, University of Washington 2010
Instructional coach initiatives aimed at teachers’ professional development are expanding in reforming school districts across the United States. This study addresses the lack of research regarding the professional development of instructional coaches. Drawing on sociocultural learning theory, specifically a model called the Vygotsky Space, the authors use a case approach to examine the learning experiences of a single secondary literacy coach.
(Thanks to Deborah Adams from CT for this submission.)
Practices for Promoting Young Children's Learning in QRIS Standards – NCCP 2012
Coaching and Quality Assistance in Quality Rating Improvement Systems Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-based Settings – NCCP 2012
On-Site Approaches to Quality Improvement in Quality Rating and Improvement Systems: Building on the Research on Coaching – Martha Zaslow, Society for Research in Child Development and Child Trends; Kathryn Tout, Child Trends; Tamara Halle, Child Trends – November 2012
Coaching in Early Care and Education Programs and Quality Rating and Improvement Systems (QRIS): Identifying Promising Features (Palm Beach) – Child Trends 2011
Coaching for Quality Improvement: Lessons Learned from Quality Rating and Improvement Systems (QRIS) – Child Trends 2011